English Writing

Mind mapping has increasingly been acknowledged for its ability to improve learning outcomes, especially within language education. This research compared virtual and traditional mind mapping techniques for improving writing performance and motivation in Iranian EFL learners. The initial pool comprised 120 Iranian EFL students at the pre-intermediate level, selected based on their KET exam results. From this group, 90 participants were randomly divided into three cohorts: two experimental groups and one control group. Before the intervention, all groups completed a writing assessment designed by the instructor, along with a motivation survey. The first experimental group was taught using virtual mind mapping tools, while the second experimental group utilized conventional, paper-based mind maps. The control group received standard writing instruction without the use of mind mapping. After the instructional period, the motivation questionnaire and writing tests were re-administered to all participants. Statistical analysis demonstrated that both mind mapping groups achieved significantly higher scores in writing and motivation compared to the control group. Furthermore, an independent samples t-test comparing the two experimental groups revealed that the virtual mind mapping cohort outperformed the non-virtual group slightly in both writing achievement and motivational measures. Insights from semi-structured interviews showed that most learners held favorable views toward the use of virtual mind mapping in their English writing classes. These results highlight the benefits of incorporating virtual mind mapping into EFL teaching practices to boost writing skills and learner motivation.